초인지 수업 모형이 자기장 개념 형성에 미치는 효과

Abstract

The objective of this research was to study the impact of metacognitive lesson models on the formation of magneticfield concepts. The subjects of this research was eighty students from two sixth grade classes. One class of forty ofthese students was the experimental group, which the metacognitive strategic lesson model was applied, and the otherclas of forty students was the control group which the traditional lesons were conducted. As the result of theexperiment, the experimental group and the control group, which previously did not show diference in terms ofachievement of conceptualizing magnetic field, displayed a significant diference. According to the comparisonbetwen the pre-experiment test on the students' previous concepts and the achievement of the students after thedegre. The lower group showed a notable diference betwen the two groups and the higher group showed nodiference. In terms of achievements shown in diferent questions asked, there was little diference in the questionsthat were stated in the textbook while there was a significant diference in the questions that applied the contents ofthe textbook. The higher academic group, acording to the test on the previous concepts, did not show muchdiference between the experimental group and the control group when they were asked about the concepts of thetextbok. In terms of the comparison in the metacognitive levels, both the higher and lower metacognitiveexperimental groups' average grade was higher than the control groups' and showed an important statisticaldiference.